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All Journal Jurnal Tadris Kimiya Hydrogen: Jurnal Kependidikan Kimia
Ovilia, Ghea
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Chemistry Education

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Analysis The Implementation of Science Process Skills (SPS) Assessment in Chemistry Learning in Indonesia: A Systematic Literature Review Ovilia, Ghea; Sakina, Nifela; Nurlatifah, Nurlatifah; Nahadi, Nahadi
Hydrogen: Jurnal Kependidikan Kimia Vol 12, No 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.13366

Abstract

The assessment of science process skills (SPS) in chemistry learning is important because it allows teachers to evaluate how far students are able to apply science process skills in chemistry. This research is a Systematic Literature Review using PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analysis). The aims of this research is to understand the implementation of science process skills assessment in chemistry learning in Indonesia. The result shows that the implementation of SPS assessment in chemistry learning in Indonesia has been suitable with the purposes and principles of SPS assessment, however some indicators of SPS need improvement. The implementation of SPS assessment in chemistry learning should be integrated through contextual learning that involves students actively.
Analysis The Implementation of Science Process Skills (SPS) Assessment in Chemistry Learning in Indonesia: A Systematic Literature Review Ovilia, Ghea; Sakina, Nifela; Nurlatifah, Nurlatifah; Nahadi, Nahadi
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.13366

Abstract

The assessment of science process skills (SPS) in chemistry learning is important because it allows teachers to evaluate how far students are able to apply science process skills in chemistry. This research is a Systematic Literature Review using PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analysis). The aims of this research is to understand the implementation of science process skills assessment in chemistry learning in Indonesia. The result shows that the implementation of SPS assessment in chemistry learning in Indonesia has been suitable with the purposes and principles of SPS assessment, however some indicators of SPS need improvement. The implementation of SPS assessment in chemistry learning should be integrated through contextual learning that involves students actively.
Analisis Buku Teks Kimia Dasar Berdasarkan Multiple Representasi Konsep Korosi Ovilia, Ghea; Wiji, Wiji; Mulyani, Sri; Widhiyanti, Tuszie
Jurnal Tadris Kimiya Vol 10 No 2 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i2.45096

Abstract

Chemical representations and the connections among macroscopic, sub-microscopic, and symbolic levels are fundamental to meaningful chemistry learning. However, the quality and coherence of these representations in instructional materials often determine how effectively students construct conceptual understanding. This study aimed to investigate the types and interconnections of chemical representations related to corrosion presented in widely used general chemistry textbooks. A qualitative content analysis was conducted on five textbooks using an adapted framework from Gkitzia, which included the type of representation (C1), interpretation of surface features (C2), relatedness to the text (C3), caption quality (C4), and degree of correlation across multiple representations (C5). A total of 40 corrosion-related representations were identified. The analysis showed that symbolic representations were the most frequently used, although textbooks generally portrayed corrosion through macroscopic, real-world examples. Eight sets of multiple representations were found to demonstrate adequate coherence among macroscopic, sub-microscopic, and symbolic levels, effectively illustrating both the corrosion process and its prevention. Overall, the five textbooks presented the concept of corrosion with reasonable alignment across representational forms. These findings contribute to the improvement of chemistry education by informing educators and textbook authors about the strengths and limitations of current representational practices. The results also offer empirical support for implementing multiple-representation-based instruction to enhance students’ conceptual understanding and ability to visualize and interpret corrosion phenomena.
Co-Authors Nahadi Nurlatifah Nurlatifah, Nurlatifah Sakina, Nifela Sri Mulyani Tuszie Widhiyanti Wiji Wiji